Christian Robinson

EJ
Mondays 6-7 pm
Fall 2022

Present Level of Performance (PLP)

Introduction Paragraph:

My participant is EJ, he is a 7-year-old child with autism spectrum disorder. EJ is always

full of energy and excited to come to class and participate. Our lab takes place in Park Center in
one of the smaller gymnasiums 6-7 every Monday night. We share the gymnasium with 2 other
groups which is a great way for EJ to work on maintaining his personal space and sharing
equipment. I used the TGMD-3 to assess EJ in our lab, we assessed all 16 FMS skills over 2 lab
classes. We assessed EJ by having locomotor, manipulative and stability stations set up in the
gymnasium which allowed us to see each FMS skill EJ was preforming. We made sure to take
notes on all of EJ’s skills preformed so we could assess his skills when lab the was conducted.

Fitness:
We did not formally assess EJ’s fitness, but he is always moving at 100% speed and
always wants to keep moving which is great for his endurance. We will be doing an activity and
EJ will want to keep preforming that activity and no signs of wanting to stop. For example,
every class for our instant activity we will be doing a jog around the gym and when doing our
jog EJ will do high knees and butt kicks (warm-up) and when we finish that we will stretch out
(cool-downs) and EJ will show no signs of being tired. For EJ’s muscular fitness strength I found
that he is very strong. When assessing him I found that EJ’s overhand throw, and rolling he was
very strong and would put a lot of power in his throws and knock over all the pins almost every
time. EJ needs more work on developing his manipulative and locomotor skills like dribbling,
catching, skipping and sliding. I found that EJ was in the initial stage of dribbling which is shown
through his palms facing and him bouncing the ball off of his foot. For skipping EJ also shows
the initial stage because of his broke skip pattern and ineffective arm movement.

Cognitive:
EJ does a good job applying different techniques after giving him corrective feedback,
which shows that he has a good understanding for different types feedback. For example, when
doing our first day of assessment on overhand throw EJ was standing forward to his target and I
corrected his stance and on the second day of assessment EJ was throwing in the stance. EJ has
difficultly when focusing on a specific task and wants to be doing 5 different things at one time.
Going forward we will be using more visual aids to help EJ see what we are going to be doing
because he is more of a visual learner.
Affective:
Every class EJ has showed up and been jumping up and down in excitement ready to
participate. Throughout our tasks we are constantly giving EJ positive feedback and positive
words of encouragement. We are also constantly giving EJ high fives, especially after he does
his favorite skill overhand throwing and knocking down all of the pins. Since there are 2 other
groups in the gymnasium with us EJ sometimes shares or borrows equipment and works on his
sharing skills. The way we track EJ’s affective domain is by letting him do his favorite activity
(throwing) when EJ is doing good on his other tasks or when he has minimal distractions.

Motor:
EJ’s favorite skills to work on are his manipulative skills specifically overhand throwing,
rolling, underhand throwing and striking. EJ has done extremely well with his underhand
throwing and rolling and scored almost perfect in his assessment for the TGMD-3. When
throwing underhand EJ scored a 5/8 and for rolling, he would knock over the pins almost every
time. EJ had difficulty with his dribbling, striking, skipping and leaping. EJ scored a 2/6 on the
TGMD-3 for dribbling and struggled maintain control of the ball and would bounce it off of his
foot most of the time. For EJ’s assessment on the TGMD-3 for skipping he scored a 2/6 and
would demonstrate a broken skip.

General PE Curriculum:
EJ is a very motivated and skilled student who needs to have one on one individual
attention when being taught. Without this type of support EJ will lose interest in his tasks and
focus on something else. Without one-on-one individual support EJ could be interrupting other
students learning and slowing down other students progress in a GPE class. EJ is still learning in
his affective domain which may cause him to lose interest and affect other students in a GPE
class setting. EJ needs to be matched with his high energy and also needs tons on
encouragement or he will lose interest in his tasks and stop, so in a GPE setting this would be
difficult for the teacher to motivate him and give him the extra time he needs when the teacher
has many other students.

Long Term Goals and Short-Term Objectives (STOs)

 Fitness Goal
By the end of the semester, the student will be able to jog around the
perimeter of the gymnasium a total of 3 times under 45 seconds without any
breaks, 7/10 times 70% of the time.

1. By the end of week 7, the student will be able to jog the perimeter of the gymnasium a
total of 3 times in 7/10 attempts with a maximum of 3 breaks if needed.

2. During week 5, the student will be able to jog the length of the gymnasium a total of 3
times under 45 seconds 3/5 attempts 60% of the time.
  Cognitive Goal
By the end of week 8, the student will be able to describe proper
teaching cues when asked by the teacher, 4/10 times 40% of the time.

1. By the end of week 5, the student will correct describe 2 teaching cues with the correct skill
in 4/8 attempts with 50% accuracy.

2.By the end of week 7, the student will be able to correctly answer 2 check for understanding
questions on the skill currently being taught, 2/6 times 33% of the time.

 Affective Goal

By the end of the semester, the student will complete all the tasks in
class with no more than 5 reminders a class to stay on task.

1. By the end of week 8, the student will be able to stay on task for 45% of the lesson, with a
maximum of 8 reminders.

2. By the end of the semester, the student will demonstrate appropriate safety during all class
activities.

 Motor Goal

By the end of the semester, the student will score 32/46 in the 6 locomotor
skills and a 36/54 on the manipulative skills, on the TGMD-3 assessment

1. By the end of week 7, the student will increase their slide score with an increase from
2/8 to an 4/8 or a 25% increase

2. By the end of week 8, the student will increase their dribble with an increase from 0/8
to an 3/8 on the TGMD-3 assessment.

Healthy Considerations:
EJ is a 7-year-old physically active boy who loves coming to class, being active and
constantly moving. When coming to class EJ is always excited to see you what we are going to
be learning in class. Hardly ever EJ gets upset in class and if he does you can reward him with
stickers or his favorite activities like overhand throwing or rolling and knocking over cones or
pins.
Behavioral Considerations:
When teaching EJ in the gymnasium with other children around EJ gets easily distracted.
EJ will walk away from your activity’s and want to go and see what other teachers are doing
with their students and paly with their equipment. I have started rewarding EJ with stickers for
him staying on task and these stickers have motivated him more to complete more of the tasks
and stay more focused on the tasks we are focusing on. Sometimes EJ also struggles with safety
rules he is given like not throwing our equipment wildly around the gym and staying in our
coned area so we don’t hit anyone else with our equipment. We decreased most of this
behavior by giving EJ consequences and saying we will not earn any stars today if we are being
unsafe.

Accommodations, Modifications and Services:

EJ does not use any different modifications compared to a GPE students. The only
modifications that are appropriate are equipment modifications like giving him a thicker bat to
help him strike or a smaller bat. A service I would recommend for EJ would be speech-language
pathologist because EJ struggles with communication and when he does talk it is very short
answered.

Projected starting date for services and modifications along with anticipated frequency,
location, and duration of services and modifications
EJ is receiving one hour of instruction of physical education on campus each week
throughout the Fall 2022 in SUNY Cortland’s Sport and Splash Program.

Instructional Strategies:
A way to keep EJ on task throughout the lesson is using something to motivate him like
stickers. An example is saying EJ if we go through our throwing task 5 times and knock over our
cones or pins, we will win a sticker! This motivates EJ to really focus on his task and have
minimal distractions because he wants to receive his stickers. Another way is rewarding him
with stickers when EJ answers questions correct, this gives him something to work forward to.
Bringing visual aids will also help EJ stay more engaged and help him have a better
understanding of the tasks that he is going to perform.

Assessment:
When tracking EJ’s performance we will be using teacher observation and different
assessment tools. An example is EJ motor goal is to score higher on his manipulative and
locomotor skills that he assessed on in the TGMD-3. EJ’s fitness goal is to be able to jog around
the gym 3 times under 45 seconds which will be recorder in a different sheet of data. On the
sheet we will mark down EJ’s times when he is running and the number of breaks, he takes. At
the end of each class, I will inform EJ’s parent about how class has been going and where EJ is
showing improvement. I will also update them over email about EJ’s performance in class.